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I hold a PhD in Political Ecology from Coventry University, where I researched In Italy commons resource management systems in reduced fossil agricultural systems and organisational models for establishing a solidarity economy. My particular interest is specifically how community-led initiatives are establishing fossil-free food systems, in what kind of struggles are they engaged in over resources with capital, develop participatory democratic organisational structures to expand their emancipation from capital's dependency in production, and build democratic relations with municipalities and European governance systems. My research is embedded in the concept of the commons, and study the interrelation between the commons as a resource and as a convergence of people, using feminist theory of reproduction and apply it on the care of nature and the ecosystem. In considering reproduction as part of the production system, my focus of research is to examine methods and practices in specific production systems and how to overcome socio-economic barriers upheld by regulatory activities from the state within the local and European contexts. The commons analysis provide a suitable tool to understand collective management systems as well as develop new economic systems orientated within the frame of eco-natural system rather than to the neo-liberal market system. I have written for online journals and co-published chapters in books, and intend to develop this line of research. 

I was a Freelance English and German teacher and taught both languages from Beginners to Advanced level to business/finance, High Schools and NGOs, and public bodies in London (UK) and in Modena, Bologna (Italy) since 2001. My responsibilities were to develop curriculums, evaluated students' progress in form of presentations, writing blogs and written exams within the School programme and Goethe and Cambridge Certificates. Since 2018 I hold a Fellow Associate of the Higher Education Academy (UK) diploma. 

During my PhD I have led seminars as part of a Master course where students were encouraged to learn about about the political economy of food and about socio-political strategies to encounter the growing struggles about resources, and building sustainable food systems. My teaching is influenced by the permaculture/agroecological/peasant movement, a social movement that emerged during the anti-globalisation struggles in the early 2000s. These global, socio-ecological movements responded to the ignorance of environmental and human rights embedded in the so-called free trade agreements. As a result, the cycle of privatisation of nature (seed, water, land) have reached enormous unsustainable dimensions threatening the life of eco-systems and people. The global peasant and permaculture movement are organised on a multi-governance level and have organised an effective coordination system from the local to the global level, influencing MEPs and the United Nations body FAO (Organisation of Food and Agriculture). Despite of their successes, these strategies need to be contextualised in the local, national context, and surprisingly, so far in Europe these social movements operate on a margin in comparison to the majority of the world. Although I am influenced by these social movements, my overall interest is studying strategies developed by social movements in Europe, which inevitably conflates my interest with the energy and housing sector. 

In teaching environmental movements, students will learn about the political economy of international trade agreements, as without understanding the political-economic mechanisms of globalisation and economic growth, student's orientation to wanting become social agents in developing sustainable mechanisms to safeguard the survival of their lives and the planet, will only be partially successful. Therefore, my teaching parts from the necessity to understand the mechanisms of economic growth, what are their strategies, how social inequality and economic inequity is created and upheld in international trade agreements. The course I have conceptualized for teaching environmental movements struggles discusses the ‘alternatives’ to economic growth, mechanisms and strategies embedded in the framework of collective management and viewing the commons as a resource. 

One of the best benefits of being a freelance teacher was to experiment with and develop a variety of teaching methods, strategies and assessments techniques. Since 2001, I have developed an expansive toolkit to integrate students from all walks of cultural backgrounds and learning capabilities. I think teaching is a two-way street, where I also learn from students by strongly encouraging students encouraged to discuss, develop critical thinking, learn to work in teams and design collaborative projects. My mission is to convey students that they are part of nature and opening them up to the endless opportunities they can build to live in harmony with nature. However, the course will teach them that to living sustainably is a political, social and economic struggle that requires structure, and therefore, the environmental movement course covers different organising models for building new social and economic neo-liberal structures.

I hold a PhD in Political Ecology from Coventry University, and research commons resource management systems in reduced fossil agricultural systems and organisational models for establishing a solidarity economy. I have developed a high level of self-organisation and efficiency in writing my research outputs regular to deadlines, or in preparing presentations for conferences. Besides, I have participated in collaborative writing projects or in organising workshops. 

I was a Freelance English and German teacher and taught both languages from Beginners to Advanced level to business/finance, High Schools and NGOs, and public bodies in London (UK) and in Modena, Bologna (Italy) since 2001. My responsibilities were to develop curriculums, evaluated students' progress in form of presentations, writing blogs and written exams within the School programme and Goethe and Cambridge Certificates. Since 2018 I hold a Fellow Associate of the Higher Education Academy (UK) diploma. I have led seminars to Master students and assessed them on their essays, assisted them in developing presentations, writing blogs, and encouraged them to work collaboratively.

Since my PhD was self-funded, I was responsibility for developing the research design of my project, consisting of the literature review and methodology. In addition, I was successful in securing funding from two organisations to conduct my fieldwork. As my case study was situated in Italy, I acquired specific the Italian vocabulary and acquainted to their culture, which was recognised in my research. 

In teaching to Master students during my course I was able to connect my research with leading seminars to students sustainable food systems. I regard teaching as a two-way street, where students are encouraged to critical thinking, and it occurred that students brought in perspectives and deep analysis, which I have not considered. Therefore I like to teach to students coming from different cultural backgrounds, as their experiences contribute to enrich discussions. In analogue to this, students from cultural backgrounds where critical thinking is not promoted, I engage these students in the topic with considering their limits of critical thinking. I approach them gentle and use ways and strategies to engage them with a familiar context they can relate to. In my experience, creative writing or visual arts can be helpful in transcending boundaries.